EXP: Fostering Collective Progress in Online Discourse for Sustained Knowledge Building

EXP：促进在线话语的集体进步，以实现持续的知识建设

• 批准号: 1122573
• 负责人: Jianwei Zhang
• 金额: $ 54.99万
• 依托单位: SUNY at Albany
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-09-01 至 2014-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1122573&HistoricalAwards=false
• 关键词: EXP; Fostering; Collective; Progress; Online

The PIs are designing, developing, and testing a software tool, called Idea Threads Mapper (ITM) that helps young learners (grades 4 and 5) sustain inquiry and discussion more regularly in their classrooms. The tool allows them to visualize the ways the class's ideas are taking shape and being improved over time and help them analyze the on-line discourse (e.g., threaded discussions, notes) of other classes or communities and use the ideas of others to move forward their own ideas. The tool helps learners examine on-line discourse and index the pieces in new ways. The tool and learners work together to examine discourse and index it, with the tool providing scaffolding for the examination of discourse that learners do. ITM is being added to Knowledge Forum, a platform for community knowledge building that is used extensively in elementary-school classrooms. It is being designed as an open-source tool that will be usable within other collaborative learning platforms as well in which students contribute, examine, refine, and build upon their own ideas and those of others through sustained discourse (e.g., WISE, Blackboard). Along with design and development of innovative technology in support of sustained inquiry, PIs are conducting research that investigates how to foster reflective awareness of and monitoring of community knowledge. This research is expected to produce conceptual, pedagogical, and technological advances that will make sustained, progressive inquiry more achievable among young students, whether they are working together in small groups, as a class, or across a network of classrooms. It is expected that pedagogical designs enabled by this tool will foster students' collective responsibility to monitor, build on, and advance community knowledge for deep understanding at the same time they are contributing to and gaining support from the shared knowledge of the knowledge building communities they are participating in. Because teachers will use the same system to collaboratively plan across classrooms, it is expected that the project will also contribute ideas about effective planning tools for teachers and teacher professional development.A key to creative productivity is a sustained, progressive trajectory of inquiry by a collaborative group in which ideas are continually generated, refined, and further built upon to formulate more advanced ideas and problems, expanding the community's shared knowledge and using that knowledge to continually inform further initiatives. Inquiry-based learning requires similar sustained efforts of students to be productive in developing deep understanding and creative/adaptive capabilities. Such a sustained, progressive trajectory of inquiry is rare in classrooms; but it is achievable. This project is focusing on how to make sustained, progressive inquiry more achievable among young students and in the classrooms of more teachers. Cultivating collaborative, inquiry-based practices that expand the knowledge of a community is expected to prepare students for careers in our knowledge-based society in which they play key roles in expanding our society's knowledge.

PI正在设计、开发和测试一种名为Idea Three Mapper(ITM)的软件工具，该工具可以帮助年轻学习者(4年级和5年级)更经常地在课堂上进行询问和讨论。该工具允许他们可视化班级的想法是如何形成和随着时间的推移而改进的，并帮助他们分析其他班级或社区的在线话语(例如，线程讨论、笔记)，并使用其他人的想法来推进自己的想法。该工具帮助学习者检查在线语篇，并以新的方式对文章进行索引。该工具和学习者一起检查语篇并对其进行索引，该工具为学习者对语篇的检查提供了脚手架。ITM正在被加入知识论坛，这是一个在小学课堂上广泛使用的社区知识构建平台。它被设计为一种开源工具，也将在其他协作学习平台中使用，在这些平台中，学生通过持续的话语(例如WISE、Blackboard)贡献、检查、改进和建立自己和他人的想法。在设计和开发支持持续调查的创新技术的同时，私人投资机构正在进行研究，调查如何培养对社区知识的反思意识和监测。这项研究预计将产生概念、教学和技术上的进步，使年轻学生更容易实现持续的、进步的探究，无论他们是以小组形式、作为班级还是跨课堂网络一起工作。预计通过该工具实现的教学设计将培养学生的集体责任，即监督、建立和推进社区知识，以便深入理解，同时他们正在为他们参与的知识构建社区的共享知识做出贡献并获得支持。由于教师将使用相同的系统在课堂上进行协作计划，预计该项目还将为教师和教师专业发展提供有效规划工具的想法。创造性生产力的一个关键是由协作小组进行持续、渐进的探究轨迹，在此基础上不断产生、提炼和进一步建立想法，以形成更先进的想法和问题，扩大社区共享的知识，并利用这些知识不断为进一步的计划提供信息。以探究为基础的学习需要学生做出类似的持续努力，才能在发展深入理解和创造/适应能力方面富有成效。这种持续、渐进的探究轨迹在课堂上很少见；但它是可以实现的。该项目的重点是如何在年轻学生中和在更多教师的课堂上更容易实现持续、渐进的探究。培养合作的、以探究为基础的实践，以扩大社区的知识，预计将使学生为在我们以知识为基础的社会中就业做好准备，在这个社会中，他们在扩大我们的社会知识方面发挥着关键作用。